ABSTRACT
Recent literature suggests that female teachers have an important role to play in improving educational quality and access for girls. This chapter examines assertions about female teachers by reviewing quantitative and qualitative empirical evidence which shows whether increasing the number of female teachers improves girls' educational achievement and attainment. In this analysis, the author review literature on the effects of being taught by women teachers on girls' educational experience, and identify the challenges that women entering the teaching profession are facing in the African context. Finally, the chapter briefly highlights policy and practice recommendations for tackling teacher supply and demand issues in Africa in an effort to get more women into the teaching force. The presence of female teachers appears to make a difference in countries where girls experience the greatest barriers, but getting them into the classroom presents researchers and practitioners with a unique set of challenges.
